Planning Resources

As teachers in BC, we are required to deliver the BC Curriculum. This curriculum is a ‘concept-based’ curriculum made-up of interconnected skills, knowledge and concepts. Core Competencies, Big Ideas, Curricular Competencies and Content Competencies are key terms from the BC Curriculum.

For more information and resources about Core Competencies, including aspects of assessment, please visit this blog post on the Scarfe Digital Sandbox.

The KDU (Know Do Understand) graphic can help you recognize the interconnections across these aspects of curriculum and can even be used as a planning template for a lesson or unit overview. It is helpful to consider how curriculum is aligned as you plan for your students. For more information about how the KDU can support planning, please visit this blog post in the Scarfe Digital Sandbox and/or view the video below.

Being prepared and effectively planned for practicum involves both long term and short term planning. It is expected that teacher candidates will submit unit plans and lesson plans to their faculty and school advisors in advance of teaching. The timelines for this are shared by faculty advisors with their teacher candidates. Please see the BEd Practicum Guidelines.

Guidelines for Use of GenAI on Practicum

The following was developed in collaboration with Dr. Kerry Renwick and in consultation with course and cohort coordinators in the BEd program. It is an in-process document (not an official or required document).

While presented as a ‘checklist’, this document provides a starting point for teacher candidates as they consider what makes up a lesson. You might use this document to ‘check’ your plans or to design your own template. As you observe teaching, you might consider the components of a given lesson and try to unpack what you’re observing using the checklist.

Lesson Planning Elements: A Checklist using the KDU Model (English & French)

The planning process begins with a concept-based curriculum, according to Dr. Lynne Erikson who describes “concept-based classrooms” which encourage deeper understanding and learning. A Unit Overview (or ‘big picture plan’) is a valuable starting point. Once the whole of the unit and the curricular alignment is determined, the teacher might then begin sketching out a pathway of lesson briefs or linked learning experiences (often called a scope and sequence) for their students that address the individual characteristics of their classrooms, students and school and community settings. These briefs will then be expanded upon and articulated as fully developed lesson plans before teaching.

The Unit Plan template example below was co-created with a teacher candidate interested in bringing forward the First People’s Principles of Learning in their plans. It is here for you to use or modify to meet your/your students’ needs.

Unit Plan Template

Additional templates and tips on Unit Planning are available on the TEO Learning Design Blog.

There are many different approaches to Unit Planning. You’ll likely hear or learn about approaches including BackWards Planning, Understanding by Design, Universal Design, and holistic planning. As you progress in your BEd, exploring and trying various approaches is valuable. Learn from your instructors which approaches best suit your educational context, goals and teaching philosophy. 

There are many different approaches to Unit Planning. You’ll likely hear or learn about BackWards Planning, Understanding by Design, Universal Design, holistic planning. As you progress in your BEd, it is valuable to explore and try out various approaches.

The Scarfe Digital Sandbox Blog Post “Unit Planning: One Teacher’s Approach” may be a good starting point. Included on the blog post is this  Unit Planning Sketchnote video, created by a UBC alumni and Langley district educator, Janis Sawatzky. 

A BC Curriculum Sketchnote from Janis Sawatzky on Vimeo.

Lesson planning is not merely filling in some boxes on a template. It involves considering a variety of factors including student needs and interests, time available, curriculum and pedagogy. Below is a lesson plan template  that you might use or adapt to meet your/your students’ needs.

KDU Lesson Plan Template

Having clear objectives is important when planning your lessons. These might be stated as learning targets (SWBAT – students will be able to) or as “I can statements” (links to TEO Learning Design Blog). When planning for learning experiences (or lessons), keep a close eye on your ‘Big Picture’ or ‘Unit’ Plan to align goals and objectives. Your lesson plans might be seen as creating a pathway to help students successfully meet overall unit goals and objectives. 

Additional templates and information about lesson planning can be found on the TEO Learning Design Blog.

As you engage in your BEd at UBC, there are many people who will support you in developing your understanding of planning. Among them, the faculty teaching your methodology and other courses as well as your faculty and school advisors are important resources.

The Neville Scarfe Education Library has compiled Elementary & Middle Years Lesson Planning and Secondary Lesson Planning Research Guides and our Education Librarians (meet them in these modules!) are a tremendous resource themselves.

In addition, we have dedicated support in teacher education for faculty and teacher candidates engaged in planning.